Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools

Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed

Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools

The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale

The Impact of Volunteer Experience on Adolescent Social Development: Evidence of Program Effects

The Social and Personal Responsibility Scale was employed in a study of the Youth Volunteers program, involving 44 adolescents in 12 projects, equally divided between child care and community service. Participants showed statistically significant gains on the Social Responsibility sub-scale. Girls gained more than boys and volunteers in community improvement projects gained more than those in child care. However, as in previous studies, gains were quite modest. Testimony from adolescents and adult participants was more strongly positive, volunteers citing improvement in their knowledge of themselves and others and the acquisition of new skills, adults seeing greater willingness to make decisions. Child care volunteers and their adult advisers said they gained competence in working with young children. The generalized impact of volunteer experience on enduring attitudes appears to be positive but small. Future studies should attend as well to differences in the nature of the experiences adolescent volunteers have and to effects that vary among participants

Welfare Plastic: The Transformation of Public Assistance in the Electronic Age

Several states have developed electronic benefit transfer (EBT) systems to deliver cash assistance and food stamp benefits. These systems establish electronic account balances which recipients access through the use of a debit card at terminals such as bank automatic teller machines or transaction authorization machines like those that validate credit card charges. We examine the potential effects of such systems on involved stakeholders, including government agencies, benefit recipients, financial institutions, and food retailers. Overall, each stakeholder group benefits from EBT, but some subgroups do not fare as well. Several key issues are identified

Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools

Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed